Written and edited by Norm Scott:
EDUCATE! ORGANIZE!! MOBILIZE!!!
Three pillars of The Resistance – providing information on current ed issues, organizing activities around fighting for public education in NYC and beyond and exposing the motives behind the education deformers. We link up with bands of resisters. Nothing will change unless WE ALL GET INVOLVED IN THE STRUGGLE!

Saturday, December 29, 2012

Irony: Randi's Call for Teacher Voices to Be Heard Attacked by Ed Deformer

Groups like E4E which bans any dissenting view gives teachers more of a voice? And Randi arguing for teacher voice when she and her crew deny rank and file teacher voices all the time -- like at the recent Del Ass where they argued against allowing teachers to vote on any eval agree even though it is a contract item and required by UFT by-laws.

the views of our [self-declared] good-and-great teachers should matter more than those of colleagues [higher priced with seniority] who don’t make the grade. More importantly, the views of teachers cannot be the only ones [how about them billionaires] that predominate in education decision-making.

Both Randi and the author are sipping something with side effects.

Randi Weingarten’s Misguided Lament (or Why the Voices of Teachers Aren’t the Only Ones that Matter)

December 29, 2012

A conceit among education traditionalists is the idea that the “voices of teachers” are the most-important — and, in many cases, the only ones that matter — when it comes to structuring American public education. Partly based on the belief that supposed experts in education (including principals and superintendents) should be the ones to make decisions in schools and districts, as well as driven by the efforts of National Education Association and American Federation of Teachers affiliates to maintain their declining influence (as well as maintain the grand bargain of sorts between the unions and its members that drive NEA and AFT revenues), traditionalists tend to argue that the perspectives of teachers are the ones that matter most. So teachers should be the lead decision-makers in education (and in the minds of the most-radical, the only people who should make decisions at all).

The latest version of this argument came courtesy of AFT President Randi Weingarten, in an e-mail response to a piece by Thomas B. Fordham Institute research czar Michael Petrilli naming Karen Lewis, the notorious and tragedy-politicizing head of the union’s notoriously bellicose Chicago affiliate, as “Education Person of the Year” for rallying the more-radical of traditionalist forces to her side during the union’s strike action earlier this year. Taking a bit of offense at Petrilli’s statement that reformers should use Lewis’ challenge as an opportunity to win teachers over to systemic reform, Weingarten declares that Petrilli and others should “change course” and “try listening to what Karen and the Chicago educators are saying about how to improve schools”. Why? From where Weingarten sits, teachers with whom she agrees believe in doing more than just be consumed with” testing, competition and measurement rather than on teaching and on sustaining and scaling what works” — or what she really means, holding those in education accountable for performance, expanding school choice, and using objectively-measured student achievement data in providing more-honest and valuable evaluations of teacher performance.

Weingarten continued railing against systemic reform isn’t all that surprising. After all, the AFT (along with the NEA) have lost influence because accountability, choice, and teacher quality reform efforts continue to shine light on the failed policies and practices they defend. But Weingarten’s argument that reformers should listen to teachers is based on the false notion that the school reform movement pays instructors no mind. More importantly, her view is driven by a conceit about the expertise of teachers that isn’t even close to reality.

Here’s the thing: Reformers listen to teachers all the time. In fact, a driving force of the school reform effort is the belief, based on three decades of data, that high-quality teaching is the most-critical aspect of building the cultures of genius that that helps all kids succeed in school and life. Making teachers real players in shaping what happens in schools and districts is as critical to doing that work as overhauling teacher evaluations and launching performance-based pay plans. Considering that the vanguard of the movement includes such teacher-driven outfits as Teach For America, Teach Plus, and TNTP — as well as organizations such as Educators 4 Excellence (which succeeded in winning seats on the governance board of the AFT’s Los Angeles affiliate) — reformers give plenty of regard to the views of teachers, especially those who are dissatisfied with how their views are represented by NEA and AFT affiliates. This isn’t to say that reformers have always done a good job in reaching out to teachers incorporating those perspectives; the Chicago strike made this clear. But to say that reformers have ignored (or even demonized) teachers, especially when one looks at the record, is to be intellectually and factually dishonest.

Certainly reformers may not pay as much mind to the views of NEA and AFT leaders as Weingarten and her allies may like. But one can actually ask this question: Why should they? After all, Weingarten and her colleagues have shown through their deeds that they are more-concerned with the concerns of the dwindling numbers of Baby Boomers within the rank-and-file (as well as the perspectives of retired teachers who no longer work in classrooms) than with addressing the concerns of younger, more reform-minded teachers who now make up the majority of teachers in classrooms. It is hard to take Weingarten’s arguments about “listening” to teachers seriously when her own union continues to defend quality-blind seniority-based policies such as Last In-First Out layoff rules (which protect longtime veterans at the expense of younger teachers in the ranks), and affiliates such as that in New York City structure voting rules to ensure that retirees and Baby Boomers are better-represented in leadership than younger teachers. The fact that the NEA and AFT also ignores those longtime veterans who also want to revamp and ditch aspects of traditional teacher compensation — and that the two unions fight vigorously to keep in place laws that force teachers to either join NEA or AFT locals, or pay union dues to them no matter their preference — also belie claims about wanting reformers to listen to the views of teachers. If anything, reformers may do a better job in attending to the views of teachers than the old-school unions that supposedly do the job.

As with the oft-rehashed posturing by traditionalists that reformers “bash” and “demonize” teachers, the claim that reformers don’t listen to teachers is based on the unwillingness of traditionalists to admit these facts: That there are laggard instructors in our classrooms who shouldn’t be there. That America’s ed schools are doing an abysmal job of recruiting and training aspiring teachers. That the traditional teacher compensation system, focused on rewarding teachers based on seniority and degree attainment, is ineffective in spurring student achievement fails to reward good-to-great teachers and keeps laggards in classrooms to continue educational malpractice. And that keeping things as they are is too costly for students, families, high-quality teachers and taxpayers alike.

Meanwhile Weingarten’s statement fails to keep this important matter in mind: The perspectives of teachers aren’t the only ones that matter — or even the most-important — when it comes to overhauling American public education.

For one, there is the simple fact that American public education is a collection of systems financed by taxpayers and voters of all types. These taxpayers, who are also the customers and clients of schools and districts, have the right to play roles in how districts and schools serve their children. This includes companies, who are dependent on districts and schools to provide high-quality education to the men and women who will run their C-suites and staff their operations, as well as venture capitalists and other investors who are looking to back the next generation of entrepreneurs and builders of economies. It also includes governors, legislators, mayors, and city councilmembers, whose long-term fiscal prospects in an increasingly knowledge-based global economy is dependent on highly-educated young men and women.

Most of all, it includes families, whose children they love attend schools and districts, and whose learning they entrust to teachers and school leaders. The views of these mothers, fathers, and caregivers — especially those from poor and minority backgrounds — have long been condescended and ignored by American public education. But considering the failure of schools and districts to provide children with high-quality education, families (and others) can and should no longer just leave education decision-making in the hands of others. They must become active players in shaping education for their children, ask tough, thoughtful questions about what is being taught in classrooms, demand information on the quality of the teachers working in classrooms, and play stronger roles in shaping the overhauls of traditional district schools (and in the operations of charter schools serving their kids).

Sure, the views of teachers are important. But the views of those who pay the bills and entrust the futures of their children to districts and schools are even more important. Considering that districts and schools have been their children (and taxpayers) for at least two generations, simply trusting teachers just isn’t good enough. Which, in turn, hits upon another reality: That not every view of every teacher is worthy of consideration.

For one, the view that the views of teachers matter most is based on the false notion that they have acquired expertise that those outside of education don’t have. This ignores the reality that teachers often don’t really know what their colleagues do because they often work as solo practitioners in classrooms with little interaction with colleagues outside of teachers’ lounges. The fact that many teachers come into the profession with little in the way of subject-matter competency and training in classroom instructional methods — a fault that lies largely with the failures of the nation’s university schools of education (who are aided and abetted by the NEA and AFT) — also means that not every teacher has the expertise needed to offer a thoughtful view on policies and practices.

Certainly as famed psychologist Daniel Kahneman has noted in Thinking, Fast and Slow, those with hands-on knowledge are likely to have a more-comprehensive view on what can and cannot work. But Kahneman also points out that expertise can only be gained in stable, predictable environments where professionals can learn from prolonged practice and lots of feedback. Those aren’t the circumstances in which many teachers — especially those working in massive failure mills such as Detroit and Philadelphia — are toiling; so it is unlikely that many teachers have acquired enough expertise in the first place. And considering the low-quality of subjective classroom observations that are the norm for traditional teacher evaluation systems, the state laws and collective bargaining agreements governing teacher performance management discourage school leaders from providing more-ample feedback, and that the use of objective student test score growth data is just coming into play, few teachers have gotten the kind of feedback needed to build such expertise in the first place.

[This fact, by the way, explains why the peer review method of evaluation touted by traditionalists is not an effective alternative to performance-based measurements based on objective student test score data. Teachers are more-likely to base their evaluation of peers on their own subjective biases, giving thumbs up to those who fit their view of what teaching should be than on whether they are actually effective in improving student achievement. It is also why subjective classroom observations by school leaders also tend to be ineffective.]

These facts hit upon a much more important point: The “experts” in education (including many teachers) really don’t know what they are doing. After all, it is the decision by experts to push ability-tracking and the comprehensive that have led to the low-quality teaching and curricula to poor and minority students that is a culprit behind the nation’s education crisis. It is the work of experts that has led to such practices as the overuse of suspensions and expulsions, and the overdiagnosis of learning disabilities (especially among young black men, whose reading deficiencies are often diagnosed as being special ed problems). And thanks to experts, we have a system of teacher training that, as former Teachers College President Arthur Levine and others have pointed out, has been ineffective in recruiting and preparing aspiring teachers for classrooms.

An over-dependence on experts who aren’t does not make for smart reform. This isn’t to say that the perspectives of high-quality teachers aren’t critical in advancing the overhaul of American public education. It is. The key is listening to good-and-great teachers (as well as school leaders) who bring strong mastery of their profession to the table.

In fact, one of the dirty secrets in education is that those very voices are the ones that are often marginalized within cultures of mediocrity and failure that are often the norm in districts and schools, thanks to policies that fail to reward and recognize good-and-great teaching, place bureaucratic obstacles to fostering this work among colleagues, and protect laggards from losing their jobs. The plights of legendary math teacher Jaime Escalante, famed instructor John Taylor Gatto, are just the most-visible examples of what happens when good and great teachers either shine too brightly, or challenge the views of laggard teachers and school leaders who would rather hide in plain sight.

This is why overhauling how we evaluate and compensate teachers, as well as revamping how we recruit and train school leaders, is so important. Performance-based evaluations based on value-added analysis of objective school data allows for districts and schools to recognize and reward those teachers who are doing good and great work. This, in turn, helps districts retain those teachers and, along with other efforts, build cultures of genius that make life better for children and teachers alike. It is why more districts should copy comprehensive evaluation systems such as D.C. Public Schools’ pioneering IMPACT regime, as well as use the lessons about the importance of high-quality feedback and performance management in evaluating principals and other school leaders. And when we bring strong school leaders into buildings — and give them the power to hire, fire, and reward teachers — we are helping good and great teachers gain the backing they need to do their best for our kids.

There is no question that everyone — including reformers — should pay attention to the perspective of teachers who work in our classrooms. But the views of our good-and-great teachers should matter more than those of colleagues who don’t make the grade. More importantly, the views of teachers cannot be the only ones that predominate in education decision-making. We need everyone to play their part in transforming our super-clusters of failure into systems fit for the futures of our children.

Call Bill Press's radio show and tell him to STFU about Randi, He had her on twice last month spouting her b.s. and he sits there giggling like an eedjit thinking he's got some radical union firebrand in his studio when all he has is a corporate concession stand operator who spent less time teaching than most bronc riders do in the saddle for a career.

Agree. Thus the irony of the attack on Randi who has done so much back bending to try to straddle the ed deform fence instead of a rigorous defense of teachers. Plus undermining a rank and file response through lack of democracy while coopting the voice of teachers to herself, a non teacher.

It's also worth noting that this article, in parallel with support for Fifth Columnist groups like E$E, seeks to inflame inter-generational conflicts among teachers. In this narrative, young dynamic teachers have no need for obsolete union protections held to by their lazy, burned-out older colleagues.

Not so very different from the inter-generational conflict stoked regarding Social Security and Medicare, in which young workers are led to believe that SS is broke and will never be there for them, while Greedy Geezers bankrupt the country with their "entitlements."

Teachers in the classroom today have very little voice. I know, have seen (Ithrough mentoring and intervisitations) and work(ed) with great teachers. I have also seen a handful of poor teachers (most of whom move on). The great teachers have gone through teacher education institutes for five to six years or more. They come in new and grow as does anyone in any profession. I have had little concern for the Teaching Fellows, usually older people who change careers. Most of them want to teach and find their niche as a second profession. They become good to great teachers. Those who come in through TFA are another story by and large. They usually have another agenda going and it is not to be a career teacher. I have not had the occasion to work with E4E folks, but was not very impressed with their thinking in conversations recently at a rally in City Hall Park. All of us, veterans and newbies, have had our creative voices silenced with the advent of the common core, poorly written text books, scripted learning materials and test prep. The "art of teaching" is barely seen these days. That is demoralizing for teachers who have been around for 25 years and for those who come in with a fresh sense of enthusiasm and a lot to offer children.

Now as to administrators: I have only seen a handful in my 30 years of teaching (20 in the NYC public school system) who were/are great or good even. I can count on one hand the excellent administrators I have met (and I have been in a lot of schools). They were usually the ones who stayed in the classroom for 20-30 years and worked their way up. They were the ones who didn't forget what it was like to be in a classroom. They were the ones who gave support and advice, but also gave you space to teach and grow in the profession without dictating your every move Today most administrators have either not been in a classroom or were in and out within a few years. They walk into classrooms and do not have a clue as to what they are observing, let alone know how to help or rate a teacher. They use pat evaluation forms for everyone, often just reiterating what they saw. Then they try to give suggestions which are not helpful or useful. Randi Weingarten was barely in a classroom She probably couldn't spot a great teacher or a potentially great teacher if she tried.

In order to lure people back to teaching and administration- people who are experts and want to be in the field - the system, the stakeholders have to make it worthwhile to come in. Salaries and benefits that respect the professionals we are will be enticing; that goes without saying. but respect for what well trained teachers do, how they relate to their students (not their clients) and allowing the art form to flourish is what will make people want to become educators again.

I find this article demeaning to teachers as individuals and to the profession. I am all for a relationship with the parents and community, but if parents can't "trust" their children to those who are educating their them then we have a problem. Education is not a business (although the "reformers" would have us believe this).Educationt is a social service that provides children with an academic, artistic and social/emotional experience. Children grow and learn at various rates. They are human beings, not products that we (teachers) make and turn out like cars on a production line. We do need to be listened to by the society at large who has ignored many of the needs of its people and ultimately its children by allowing poverty and segregation to continue to exist; denied or delayed assistance to those most needy. There have been erroneous errors and mistakes, but by and large teachers have the best interests of their students in their hearts. We are often not heard when we ask for money for supplies and books, smaller class sizes for our learners and needed interventions; learning environments that are child and parent friendly and enough staff to relate to the needs of every child.

If students are happy, flourishing at his/her own pace and want to go to school each day, then whatever term you want to label a teacher "good" or great" (we are individuals too with various talents) we are doing our job, the job we trained for and wanted to do. We do know what we are doing and what we want - just listen to instead of bashing us

There is so much to unpack in this piece of sophistry one hardly knows where to begin.Good for Norm and Pat for seizing on two very important themes- the concerted shutting out of teacher voice in today's business unions, and the lack of trained/skilled administrators, from assistant principals to superintendents all the way up to chancellors and commissioners, respectively.

What I see as worth examining here, as well, is the explicit statement of the latest co option of push-back and critique by parents/community and rank and file educators. I see this piece as a harbinger of the latest tactics the ed deformers are using to reframe and advance their anti-union/anti-teacher/anti-parent and community corporate agenda.

Co option of the young, idealist teacher who has only known the current accountability-based environment and red herring debates about "teacher quality" and failing schools is certainly a huge part.

Ignoring the role of districts- their know-nothing, do-nothing administration, bureaucracy and supervisors- is another. I mean, look at the NYC DoE and its kooky invisible virtual support system that puts largely untrained, and completely unsupervised, principals in autocratic control of schools w/ no checks or balances beyond jiggered test score-based algorithms even they barely understand.

Lauding "objective" evaluations of teachers, such as those unreliable VAM measures constantly being cooked up, or say the counting of certain classroom behaviors is yet another.

The article cleverly co opts the complete dis empowerment of students, parents, community and teachers as a result of the failed system, the "status quo", and promises a new day of social justice once we all fully embrace the performance-based market-place.

Then we "customers" of public education, be we tax payers, parents, students, politicians or corporations, who consume the goods and services produced by teachers, will be empowered. If we can just correctly divide (and conquer) the good teachers from the bad teachers, that straw man culprit, we shall at long last find educational justice.

What I find most telling in the post is how clearly terrifying he finds the work being done in Chicago by the CTS leadership and membership: building a social justice movement-based union, that includes and is defined by family and students' needs.

Were the UFT/AFT/NEA and its agents to ever undertake this enterprise there would be no stopping the sleeping giant that would be aroused.

Instead the 'giants' continue playing power games with each other, and the unions are more and more irrelevant in their role as reactive, junior players.

The frame below is the next line of assault:"quality teachers" are the new silver bullet. Education reformers are working in the service of students, parents, community, electeds and society-as-a-whole by weeding out the bad teachers- the laggards, the perverts, the abusers and the old, self-interested racists- and parents and community will at long last be well-served once we create a system of (only)" good teachers".

A "system of good teachers" has replaced Klein's vision of a "system of good schools" which had replaced his predecessors' dreams of a good school system.

I see parent trigger laws and a monied network of united angry marginalized parents working in service of that agenda coming straight at us.

Will we have the collective sense to focus on the real reforms we know we need, or are we going to get distracted and divided again, allowing the deformers to win another battle and quite possibly, the war?

Comments are welcome. Irrelevant and abusive comments will be deleted, as will all commercial links. Comment moderation is on, so if your comment does not appear it is because I have not been at my computer (I do not do cell phone moderating).

UFT Election Vote Comparison: 2004-10

A Personal Historical Perspective

Why Karen Lewis Reads Ed Notes

"A Black Agenda Radio commentary by Glen Ford

What media call "philanthropy" for the public schools are actually seed monies to establish a private "market" in publicly-financed education - an enterprise worth trillions if successfully penetrated by corporate America. Cory Booker, one of the "New Black Leaders" financed by the filthy rich, is key to creating a "nationwide corporate-managed schools network paid for by public funds but run by private managers.

"Ed Reformers" want to cash in on public education and to control its content and outcome, not improve it. Provide great education? Baby boomers had as close as this country has ever gotten to it when we were growing up. The Ed Reform Movement has no interest in seeing such a well-educated, democratically astute population ever again.

History of the UFT Pre-Weingarten Years

This award-winning series of articles by Jack Schierenbeck originally appeared in the New York Teacher in 1996 and 1997.

Naturally, from a certain point of view. But, despite certain biases, Schierenbeck, a great guy, was one of the best NY Teacher reporters so this is worth reading. Jack suffered a debilitating stroke many years ago (I used to get secret donations to ed notes from him through a 3rd source.)

“The schism in the union over radical politics [is] a major reason for stalling the growth of a teacher union for decades.” Revolutionary politics and ideology take center stage, as the original Teachers Union becomes a battlefield, pitting leftist against leftist and splitting the union.

Clarence Taylor's "Reds at the Blackboard" focused on the old Teachers Union which disbanded in 1964 after suffering from anti-left attacks.

Effective Union Organizing

A video series put together by Jason Mann from the British Columbia Federation of Teachers about social media and how to use it for effective union organizing.

The first series was called New Media For Union Activists Roadmap and it's still available on-line at:http://www.newmediabootcamp.ca/welcome/I watched some of them and need to rewatch as they are loaded with information.

The second series started last week and it's called "Online Campaigning for Union Activists"

You Don't Have A Choice - Join the Revolt

Hedges says, There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history.

Ex-Harlem Success Teacher Comments on Eva the Diva

I am a former Harlem Success teacher. Not many people who work/worked for her like her very much. I once made the comment that she is very nice when I first was hired. Two of her closest colleague responded immediately almost in unison, "Eve is not nice!" Over time I realized that there was a lot of political games going on. Another colleague once said to me that he was tired of "being part of a political campaign." Sending out 15,000 applications for only 400 seats in a school is reprehensible. The money that paid for those mass mailings could have paid the yearly salary of another teacher not to mention the heartache of all those parents who applied but did not get a spot. She does good work trying to give disadvantaged students a quality public school education but at a great cost to staff AND the school's educational budget! school budget.

GEM's Julie Cavanagh Debates E4E member on NY1 on LIFO and Seniority

Davis Guggenheim Compared to Riefenstahl

“Waiting for Superman" is the second most intellectually dishonest piece of documentary work I have seen. It is surpassed only by Leni Riefenstahl's "Triumph of the Will," the pro-Hitler propaganda classic, in that regard. Uses personal narratives of adorable children to create narrative suspense that overrides public policy discussion with pure emotion in unscrupulous attack on teachers and their unions, among others

Timothy TysonProfessor of African American Studies and HistoryDuke University

A Familiar Voice on Unions

"We must close union offices, confiscate their money and put their leaders in prison. We must reduce workers salaries and take away their right to strike"- Adolf Hitler, May 2, 1933

How Teaching Experience Makes a Difference

Even as New York Mayor Michael Bloomberg, Michelle Rhee and others around the nation are arguing for experienced teachers to be laid off regardless of seniority, every single study shows teaching experience matters. In fact, the only two observable factors that have been found consistently to lead to higher student achievement are class size and teacher experience, so that it’s ironic that these same individuals are trying to undermine both.- Leonie Haimson on Parents Across America web site

Outsource our children

Weingarten/Gates Foundation announce drone-driven teacher evaluation

According to a press release issued by the Gates Foundation, the AFT and the Thomas B. Fordham Institute, these three have entered a ground-breaking partnership to evaluate teachers utilizing the drone technology that has revolutionized warfare in Iraq, Afghanistan, and Pakistan. A bird-size device floats up to 400 feet above a classroom and instantly beams live video of teachers in action to agents at desks at Teacher Quality Inspection Stations established by the AFT and the Thomas B. Fordham Institute.

When asked if the drones were authorized to drop bombs on teachers who exhibit inadequacy, Chester E. Finn, Jr., president of the Thomas B. Fordham Foundation, replied, "Don't be ridiculous. Gates money puts other methods at our disposal."

Randi Weingarten, president of the 1.5-million-member American Federation of Teachers said the powerful union has signed on to the drone project...

Teacher Value-Added Data Dumping by Norm Scott

The Real Reason Behind Push for Standardized Tests: It's All About the Adults

On standardized testing in our schools

A must read article about the standardized test industry.Written by an insider who has worked as a test scorer, the article outlines a multinational industry based on an army of temporary workers paid by the piece at $0.30 to $0.70 per test, translated in the need to grade 40 tests per hour to make a $12 salary. The article goes on to show how the companies gauge the grading "results" based on the need to ensure new contracts to continue profiting off of our youth. The original article is from Monthly Review. Here it is on Schools Matter blog.

From Sharon Higgins

Parallels between America today and Germany in the 1920's and early 30's

"Resentment and obstruction are all the right wing in America have to peddle. Their policies are utterly discredited. Their ideology - even by its own standards - is a sham. They are so bereft of leaders, their de facto leader is a former drug addicted, thrice-divorced radio talk show host. That is literally the best they can muster. But they have built a national franchise inciting the downwardly mobile to blame the government, not the right, for their problems, exactly as Hitler did in the 1920s."

Chicago View of Unity/UFT on Charters

After many meetings and debates, the Chicago delegation succeeded in working with the New York United Federation of Teachers, Local 2 (UFT) to push the AFT to take stronger stands on charter school accountability and school closings — though many delegates from Chicago would have liked the language to have been even stronger.

Generally speaking, the New York delegation represented organizing charters as the best model for handling their role in reshaping unions, despite the fact that according to many reports few charter schools in New York have been organized as is the case in Chicago. This logic is the same touted by the Progressive Caucus of the AFT. The few that have been organized are a part of the UFT local though they have separate contracts negotiated with the help of UFT. The Chicago delegation reflection the mindset that allowing new charters to continue to proliferate while attempting to organize existing charters is an end game in which public schools and the union lose.

Ed Notes Greatest Hits: HSA Rally and Founding of GEM

Angel Gonzalez and I attended that rally and used the footage to promote our conference on Mar. 28, 2009, which is where the concept of a group like GEM emerged. Until then we had basically been a committee of ICE working with the NYCORE high stakes testing group. The actions of Eva and crew helped spawn GEM. Mommie Dearest!!

I have more video somewhere. I was hoping to get Leni Riefenstahl to edit it but she died. We would have called it "Triumph of the Hedge Fund Operators."

Video of Chicago's George Schmidt and CORE Shredding Arne Duncan and the Chicago Corporate Model

Great Post on Teacher Quality at the Morton School

I'm very tired of the myth that schools are bursting at the seams with apathetic, unskilled, surly, child-hating losers who can't get jobs doing anything else. I recently figured that, counting high school and college where one encounters many teachers in the course of a year, I had well over 100 teachers in my lifetime, and I can only say that one or two truly had no place being in a classroom.